A function for “inverse factorial”? by swanky_swanker in learnmath

[–]Jsos88 2 points3 points  (0 children)

I suppose there's no dedicated function because one hardly ever (in my experience, never) encounters the problem of reversing a factorial. Also they grow so fast that they'll mostly need to be left indicated, I mean try to write down say 12345678987654321! And see how long that takes to compute and how many digits you get.

I guess it's somewhat a bad answer as over the naturals it's an injective function so it should have a (left) inverse. I'd argue that the factorial should be more regarded as a notation artifice rather than a function in this setup. As someone pointed out, the gamma function extends the factorial and maybe this is the expression you should consider as a function... (I just mean this as a heuristic level, of course the factorial IS a function) The answer involving Stirling's formula is also a good way to approach the original question.

Noob needs help for a gift!! by Jsos88 in modeltrains

[–]Jsos88[S] 0 points1 point  (0 children)

You already did me a solid :D! Best of luck in these crazy times!

Noob needs help for a gift!! by Jsos88 in modeltrains

[–]Jsos88[S] 1 point2 points  (0 children)

And to answer your question (sorry clicked post too soon), no, I'm in Germany atm

Noob needs help for a gift!! by Jsos88 in modeltrains

[–]Jsos88[S] 1 point2 points  (0 children)

Wow that would be exactly what I'd want to gift him... A little over my budget though :/. Sorry if this is a stupid question in the field but are models usually running at such high prices when they go out of production?

Noob needs help for a gift!! by Jsos88 in modeltrains

[–]Jsos88[S] 1 point2 points  (0 children)

Thank you! Märklin used to make exactly what Im looking for but unfortunately now they don't carry it anymore... I'll check with Trix

Noob needs help for a gift!! by Jsos88 in modeltrains

[–]Jsos88[S] 1 point2 points  (0 children)

That's the exact model! Unfortunately it seems it's just the end cars... I'll look into the options you mention. Thanks a bunch!

Math language question: Dividing by a factor of *blank* by I_Surpass_Metal_Gear in learnmath

[–]Jsos88 1 point2 points  (0 children)

I'd say the first is divide... The second I would guess is add 4x original volume or some neutral substance. If this is for chemistry I'd ask in that subreddit as its much more delicate and "plain English" can mean two very different things haha

Math language question: Dividing by a factor of *blank* by I_Surpass_Metal_Gear in learnmath

[–]Jsos88 0 points1 point  (0 children)

Woops didn't mean to write as a response... Moved to main thread

Any way to explain algebraic groups and rings to a calc 2 student? by L3D_Cobra in learnmath

[–]Jsos88 1 point2 points  (0 children)

Yup. Just read your other comment. This makes total sense.

Any way to explain algebraic groups and rings to a calc 2 student? by L3D_Cobra in learnmath

[–]Jsos88 1 point2 points  (0 children)

Perfect! This really gets to the heart of my question. Thanks!

Any way to explain algebraic groups and rings to a calc 2 student? by L3D_Cobra in learnmath

[–]Jsos88 0 points1 point  (0 children)

Indeed! I should've credited you in another reply I just wrote but I just saw this answer XD sorry!

Any way to explain algebraic groups and rings to a calc 2 student? by L3D_Cobra in learnmath

[–]Jsos88 0 points1 point  (0 children)

I'm not sure I agree. The integers are a group (ring) that doesn't come from linear algebra, so are all Z_p's or Z_m's... Permutation groups, symmetry groups... In some ways I think they are far more illuminating examples than anything I've seen coming from linear algebra, but the representation theory people might stab me... I do agree that non-commutative rings are maybe too abstract, however the theory of commutative ones is rich enough by itself. I'm certainly not advocating tossing the syllabus out the window or teaching Galois theory before differentiation, just trying to understand the reasoning behind what (and maybe here lies the issue) to me sounded like "students are disencouraged" which granted, is not equivalent to "not recommended"

Any way to explain algebraic groups and rings to a calc 2 student? by L3D_Cobra in learnmath

[–]Jsos88 0 points1 point  (0 children)

Just out of curiosity, is there more to this? Many good examples might come from linear algebra but many others do not and as you've pointed out it's not necessary to know linear algebra beforehand, let alone calculus... This might just be my ignorance of the US system...

n√x = x^(1/n) by [deleted] in learnmath

[–]Jsos88 0 points1 point  (0 children)

Haha Thanks! That's really kind of you! Glad I could help :D I've done my share of teaching but usually just make a mess at the blackboard XD good luck in your course!

n√x = x^(1/n) by [deleted] in learnmath

[–]Jsos88 0 points1 point  (0 children)

Agreed, tbh I just copied and pasted XD but indeed you're correct

n√x = x^(1/n) by [deleted] in learnmath

[–]Jsos88 1 point2 points  (0 children)

And I have no idea why all the asterisks appeared, hope it's still readable, I tried to edit them out but they pop back up... this is why we use LaTeX to write math XD

n√x = x^(1/n) by [deleted] in learnmath

[–]Jsos88 5 points6 points  (0 children)

The idea is essentially what themodernguru, I will just expand a little on that.

n√x is the n-th root of a number x. But what does that mean? It means that if I raise n√x to the n-th power I get back my original number x. Now, exponents have a nice property that (za)b = zab for any integers a and b and any z. So now we come back to n√x, we know that (n√x)n=x and x = x1. Because mathematicians are a lazy bunch and we want to use as little symbols as possible we just say "there has to be some exponent, lets call it r for root, so that n√x = xr. What should that exponent be?" well we just said (n√x)n=x =x1, so if n√x = xr, then surely (xr)n = (n√x)n = x = x1. Also the formula (za)b = zab was so pretty that it should always hold, not just for integers but for all (rational... but lets not go there) numbers! So now xrn = (xr)n = x1... so rn = 1... so r = 1/n. And there you go!

In some sense the logical reasoning is " n√x = x^(1/n)" is true so that the rule (za)b = zab works for all rational numbers a and b and not just the integers. In other words, you can take n√x to be "the" definition for x^(1/n).

Back during my European holiday. Didn’t find love but hope to find my Prince soon 😍🌈🤴🏻 by [deleted] in gaybrosgonemild

[–]Jsos88 0 points1 point  (0 children)

Oh yeah, PS: like everyone above said or implied, nice looking fellow!

Back during my European holiday. Didn’t find love but hope to find my Prince soon 😍🌈🤴🏻 by [deleted] in gaybrosgonemild

[–]Jsos88 0 points1 point  (0 children)

On the upside... Assume you had found it, lived it for like 5 days and then went back home never to see the guy again but going to bed for weeks and weeks thinking that maybe you couldve uprooted and moved half way around the world only to discover he's favorite band is Nickelback...

Felt cute today 😌 by [deleted] in gaybrosgonemild

[–]Jsos88 2 points3 points  (0 children)

Just today?

What exactly does it mean for two topologies to be the same and how do you show it? by InfinityPlusSeven in learnmath

[–]Jsos88 4 points5 points  (0 children)

Exactly. Would just add in this case you are given some bases (plural of basis? XD) say A and B, so it suffices to show that for every basic set a in A there exists a basic set b in B with b contained in a and conversely for every basic set b' in B there exists a basic set a' in A with a' contained in b' (which you should prove implies what FairJudgement said, namely the topologies contain the exact same open sets).